Content Standards

Science Framework Seen as Valued Resource for Educators

The National Research Council’s Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas is being highlighted as a resource to help educators think through implementation of the Next Generation Science Standards.,  The framework, created in 2011 by an 18-member panel of experts in science and science education served as a blueprint for the standards and provides an “accessible narrative” that can support curriculum and assessment design as well as local implementation of the standards. 

How State Educational Leaders are Advancing Competency Education

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The International Association for K-12 Online Learning (iNACOL) and CompetencyWorks hosted a webinar titled “How State Educational Leaders are Advancing Competency Education” on May 17, 2013. The webinar focused on how state educational leaders in Iowa and Maine are advancing competency-based education (CBE) practices and policies.

Colorado Board of Education Approves New Graduation Requirements

On May 15, 2013, the Colorado State Board of Education voted to adopt a new set of graduation standards that will focus on competency rather than “seat time” in four  core content areas. These standards, will be implemented in multiple phases over the next seven years and offer multiple options and measures for students to demonstrate compentecy.

Are Texas’ English Language Arts and Reading Standards College Ready?

This study examines the alignment of the American College Testing (ACT) and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for 9th-12th grade students, and their cognitive complexity. It was determined that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards, and that the TEKS ELAR standards require higher levels of cognitive complexity than the other standards sets.

Common Science Standards Make Formal Debut

The final set of standards aimed at reshaping the focus and delivery of science instruction in U.S. schools has been publicly unveiled, setting the stage for states—many of which helped craft the standards—to take the next step and consider adopting them as their own. More than three years in the making, the Next Generation Science Standards are designed to provide a greater emphasis on depth over breadth in studying the subject.

Aligned Expectations? A Closer Look at College Admissions and Placement Tests

This study evaluates a sample of test questions used by institutions for placement into entry-level, credit-bearing courses in English and mathematics. The report summarizes the nature of the tests currently in use, discusses what states and institutes of higher education can do to adequately measure college readiness and align their tests with the state high school standards.

On the Road to Implementation: Achieving the Promise of the Common Core State Standards

This brief from Achieve identifies the key areas that state policymakers should consider in order to implement the new Common Core State Standards with fidelity. The brief provides suggestions for aligning these new standards with their existing standards and course requirements, as well as aligning assessments for collecting data and measuring achievement. The brief lists steps each state can take to ensure they are implementing the standards effectively.

Policy Statement on ESEA Reauthorization

This policy statement from the Council of Chief State School Officers (CCSSO) provides reasons why the Elementary and Secondary Education Act (ESEA) should be reauthorized. The authors include recommendations for ESEA reauthorization in the four core areas of reform: standards, assessments, and accountability; data and reporting; teachers and leaders; and supports for next-generation learning.

Are Texas’ English Language Arts and Reading Standards College Ready?

This study examines the alignment of the American College Testing (ACT) and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for 9th-12th grade students, and their cognitive complexity. It was determined that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards, and that the TEKS ELAR standards require higher levels of cognitive complexity than the other standards sets.

A Systematic Comparison of the American Diploma Project English Language Arts College Readiness Standards with Those of the ACT, College Board, and Standards for Success

This study analyzes four different English language arts college readiness standards sets to determine the alignment of content and standards statements in three comparison sets to a benchmark set, and examines the cognitive complexity of all of the sets. Approximately 5 percent of the benchmark statements align with content in all three comparison sets. 53-68 percent of statements in the four sets were rated level 3 on a four-level cognitive complexity scale.

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